1. Higher Paper Question 2
LO: to identify and analyse the effect of presentational features/devices

2. How many presentational features can you name?
Grade A/A* students
Give detailed responses using PEE that show a full understanding of the text and answer the question thoroughly.
Grade B students
Present a range of relevant points focused on answering the question, but the explanations lack the detail of an A/A* grade.

3. Unit 1 Exam – Question 2
Share: Lesson Objectives and Learning Outcomes
What?
How?
Why?
Assessment
Select material and shape the answer to suit the purpose using PEE.
Identify and analyse the effect of presentational features in different texts and practice using PEE.
To help us understand the meaning behind a text and how to use PEE to develop our written answers
End of module assignment – a 2 hour 15 minute exam focusing on understanding and producing non fiction texts
Grade A/A* students
Give detailed responses using PEE that show a full understanding of the text and answer the question thoroughly.
Grade B students
Present a range of relevant points focused on answering the question, but the explanations lack the detail of an A/A* grade. 3

4. LO: to identify and analyse the effect of presentational features
You need to understand how layout and presentational devices are used in media texts.
Layout means the way the page is arranged. Presentational devices are the different features that are used to create the layout, such as pictures and headlines.
You will be expected to write about why these particular devices have been used.
Grade A/A* students
Give detailed responses using PEE that show a full understanding of the text and answer the question thoroughly.
Grade B students
Present a range of relevant points focused on answering the question, but the explanations lack the detail of an A/A* grade.

5. LO: to identify and analyse the effect of presentational features
In groups, do your best to match the features to the areas on the text you have been given.
heading – note the size and style. The main heading is called a headline. Here, block capitals are used for emphasis.
strapline – a second-level headline which gives more details
photograph – illustrations are often an important part of the design. How do they relate to the text?
introductory paragraph – could be in bold print or with the first word capitalised
caption – the text under a photograph or diagram which helps us understand it
subheading – minor heading used to give a summary, or break up the text, or grab the reader’s attention
columns – the text is often written in columns to make it easier to read
Grade A/A* students
Give detailed responses using PEE that show a full understanding of the text and answer the question thoroughly.
Grade B students
Present a range of relevant points focused on answering the question, but the explanations lack the detail of an A/A* grade.

6. LO: to identify and analyse the effect of presentational features
In groups, do your best to match the features to the areas on the text you have been given.
logo – an image that represents a product or company
slogan – a word or phrase linked with a product, so you can remember it
font – the style of the typeface. The style, size and colour can vary throughout a text.
photographs and graphics – different kinds of illustration used for different purposes, e.g. the map to help find the club
bold, italics, underlining – different ways of making words stand out
Top Tip!
Don’t worry if you don’t remember the correct terms for these features. You will gain credit if you do, but you get more marks for describing them and saying what is important about them.
quotation – taken from a reviewer of the club and set apart, to make it stand out
Grade A/A* students
Give detailed responses using PEE that show a full understanding of the text and answer the question thoroughly.

7. LO: to identify and analyse the effect of presentational features
Don’t just describe what is on the page. Talk about why the text has been designed in a particular way. What effect does each device have?
headline – grabs the attention of the reader
pull-quote – stands out because it is (a) larger, (b) in orange. It highlights the actual words of each person interviewed.
photos – show smiling people because they are happy in their work
block capitals – emphasise the people’s names
bold introduction – to mark out the description of each person, before their actual words are given
Grade A/A* students
Give detailed responses using PEE that show a full understanding of the text and answer the question thoroughly.
Grade B students
Present a range of relevant points focused on answering the question, but the explanations lack the detail of an A/A* grade.
overall design – text in columns, orange and black used

8. An extract from a C Grade response on the way layout and presentational devices are used in the article:
YOUR TASK:
In pairs, using the mark scheme given to you, pick out two things you think this person has done well and one thing they could do to improve their answer
The article is designed in three columns because it gives three interviews. Two of them have photos, which show people who are not workaholics and so are happy with their jobs. Each column begins in the same way. First there is a quotation, to show the most important thing that the person thinks about the question. Then there is a paragraph in bold, which introduces the person and gives their name in capitals to make it stand out. Then their speech is given in ordinary ‘look’, as this is the main part of the article. The orange touches, which make the article feel “cheery”, alongside the smiles in pictures, make this an attractive piece of writing.
Good Points
different presentational features are identified
the purpose of all the features is given
an opinion is included
To improve
explain the effect of features of layout and presentation
Give an evaluation of how effective each technique is

9. ‘detailed/shaped and absorbed’
Mark Scheme
Marks
Skills Descriptors
nothing relevant written
1-2 marks
‘little evidence’
some simple supported comment
mainly narrative description
refers to some appropriate detail
some reference to the methods used
3-5 marks
‘attempts to engage’
some extended supported comment
unstructured response and tends to paraphrase
some identification of main features
attempts to engage with methods and their effectiveness
6-8 marks
‘clear attempt’
clear and effective attempt to engage with task
structured response
selects and comments
a variety of methods described and some evaluation of each
9-10 marks
‘detailed/shaped and absorbed’
a full understanding of what is being asked
material fully absorbed and shaped for purpose
references integrated into argument
a detailed conceptualized response to methods

10. LO: to identify and analyse the effect of presentational features
Next Steps
In pairs:
Try to rewrite the extract using the improvement points as your focus.
Grade A/A* students
Give detailed responses using PEE that show a full understanding of the text and answer the question thoroughly.
Grade B students
Present a range of relevant points focused on answering the question, but the explanations lack the detail of an A/A* grade.

11. LO: to identify and analyse the effect of presentational features
Finally,
Look again at the ‘Bliss’ front cover. List all the presentational devices used, and explain why they are used. How effective are they?
Grade A/A* students
Give detailed responses using PEE that show a full understanding of the text and answer the question thoroughly.
Grade B students
Present a range of relevant points focused on answering the question, but the explanations lack the detail of an A/A* grade.

12. MASTHEAD: The masthead appears in front of the image
MASTHEAD: The masthead appears in front of the image. The font is quite angular and sophisticated and reminds the audience of fashion magazines aimed at older females.
MASTHEAD: The word Bliss has connotations of relaxing in comfort and being happy and content with life. It is orange which creates connotations of sunshine and warmth and is not the typical girly pink, suggesting a more mature teenage audience.
PLUG: This looks like a sticker stuck on to the magazine. The word ‘sexy’ suggests that this magazine appeals to the more mature or daring teenage girl!
STRAPLINES: These use colloquial (chatty) language to appeal to teenage girls. Words such as ‘spesh’ and ‘lovin’’ bring the audience closer to magazine so that the reader feels as if it speaking directly to them.
FONT: The font used looks like chalk on a blackboard, or certainly handwritten. It makes it seem more relaxed and friendly.
IMAGE:
Studio shot of the celebrity looking directly and seductively at the camera. Her body language makes her seem mysterious but also sexy.
PLUG: Budget fashion. Aimed at the target audience who care about their appearance but don’t have much disposable income. ‘193’ makes the audience expect to have lots of choice and want to buy the magazine to read on.
PLUG: These articles will appeal to the target audience of teenage girls as they are interested in ‘lads’ and bands such as JLS who are top of the charts.

13. Plenary The devices that are used Why the devices are used
LO: to identify and analyse the effect of presentational features
Plenary
What are three things you need to remember to explain when writing about presentational devices?
The devices that are used
Why the devices are used
The effect the devices have
Grade A/A* students
Give detailed responses using PEE that show a full understanding of the text and answer the question thoroughly.
Grade B students
Present a range of relevant points focused on answering the question, but the explanations lack the detail of an A/A* grade.